TEACHING STUDIES 2B - (242TST20B2) – Exam Study Notes

*Disclaimer*:

The following notes have been derived from the Teaching Studies lecture slides (which
can be found on Moodle) and compiled by the author mentioned above. It is important
to acknowledge that these notes may not be as accurate as those discussed & provided
during the lecture.

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The reader is also encouraged to access the lecture slides and prescribed readings
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Make use of past papers by visiting the https://repository.uj.ac.za/exam_papers

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 Table of Contents

Week 2 – Introduction to Assessment (Page 2 - 9)

Week 3 – Continuous Assessment (Page 10 - 20)

Week 4 & 5 – Curriculum and Assessment (Page 21 - 33)

Week 6 – Planning Quality Assessment Process (Page 34 - 40)

Week 7 – Checklists and Rubrics (Page 41 - 55)

Week 8 – Traditional Assessment Vs Authentic Assessment (Page 56 - 62)

Week 9 & 10 – Reporting, Recording, And Moderation Of Assessment

(Page 63 - 71)

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 Introduction to Assessment
Defining Assessment:

Assessment can be defined as the systematic process of collecting, measuring and

interpreting information about learner’s responses to the process of instruction.

OR

Assessment is a continuous, planned process of: Identifying, Gathering and Interpreting

information to gauge learners’ performance and can take various forms.

ASSESSMENT INVOLVES FOUR STEPS:

• Generating and collecting evidence of achievement.

• Evaluating this evidence.
• Recording the findings; and
• Using this information

As such, Assessment should be both informal (Assessment for Learning) and formal
(Assessment of Learning).

In both cases, regular feedback should be provided to learners to enhance their learning
experience.

Performance information helps teachers and other involved parties to understand and
thereby assist the learner’s development in order to improve the process of learning and
teaching.

PRINCIPLES OF ASSESSMENT:

• Ethics,
• Fairness,
• Sufficiency,
• Currency,
• Authenticity,
• Reliability,
• Validity, and
• Learning domains.
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OTHER PRINCIPLES OF ASSESSMENT:

➢ Flexible:
Recognizes that students have different backgrounds, abilities, and learning
styles. This principle supports varied assessment methods to suit diverse
learners, like offering visual, written, or practical options.

➢ Equitable:
Duration and content – simple and difficult. Balances simplicity and difficulty
in both timing and content so that all students have a fair chance to succeed,
catering to a range of abilities without overly favoring one group.

➢ Efficient:
Ensures assessments are accurate, without errors in content or grading,
making the process smooth and fair for students.

➢ Time:
Students should be aware; given adequate time to prepare for major
(summative) assessments by offering smaller, low-stakes (formative)
assessments beforehand and providing feedback so they can improve.

➢ Incremental:
Involves regular assessments that gradually build up knowledge, allowing
students to track progress and receive continuous feedback for ongoing
improvement.

➢ Redeemable:
Provide multiple opportunities for learners to improve their grades
emphasizing growth over one-time performance.

➢ Demanding:
Not to be too simple, challenges students appropriately without being overly
simplistic, encouraging effort and critical thinking in demonstrating their
understanding.

➢ Authentic:
Aligns assessments with real-world tasks and learning outcomes, helping
students see the relevance and application of what they are learning.

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 ➢ Accountable:
Ensures assessments align with professional standards or curriculum
requirements, upholding credibility and relevance to the subject or field.

➢ Transparent:
Maintains clarity in expectations and grading criteria so that students know
what is expected of them and aren’t surprised by hidden requirements. No
hidden agendas or surprises for learners

CRITERIA FOR EFFECTIVE ASSESSMENT

For school-based assessment to be effective three main areas need to be considered:

fair, valid and reliable.

1. Fairness means assessment that does not hinder a learner.

2. Validity means assessment measures what is says it is measuring.
3. Reliability means the consistency with which an assessment task is
undertaken by different assessors at different times and in different places.

WHAT IS THE DIFFERENCE BETWEEN ASSESSMENT AND EVALUATION?

Evaluation involves making informed judgments about a student’s learning based on the
information (data) gathered through assessments. While assessment collects evidence
of learning (like test scores, observations, and assignments), evaluation takes this
evidence and interprets it to make decisions about the student's performance or
progress.

Evaluation is often subjective because it involves judgment about the quality or worth of
a student's learning. For example, two students might both complete an assignment, but
the teacher may consider one to be of higher quality due to its depth of analysis,
creativity, or clarity of argument. This judgment often depends on criteria set by the
teacher, like a rubric, which helps provide structure but still involves an element of
interpretation.

At different stages of learning, evaluation helps teachers make decisions—such as

whether a student is ready to move on to more challenging material, requires more
support, or has achieved mastery of the topic. Thus, evaluation is not only about
assigning a grade but also about understanding the learner’s development and growth
over time.
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FIVE KEYS TO QUALITY CLASSROOM ASSESSMENT:

1. Designed to serve the specific information needs of intended users:

Effective assessments are created with a specific audience in mind—often
teachers, students, or parents. This means the assessment is tailored to provide
the right information for whoever will use it, like teachers who need insights on
students’ progress, or students who need to understand their strengths and areas
for improvement.

2. They are based on clearly articulated and appropriate achievement targets:

Assessments should be aligned with specific learning goals or standards. These
targets clarify what students are expected to learn, allowing assessments to focus
directly on measuring those outcomes, whether they're knowledge-based, skill-
based, or behavior-oriented.

3. They accurately measure student achievement:

Quality assessments provide a fair and precise measurement of what students
know or can do. This means using valid questions, tasks, or prompts that truly
reflect the intended learning goals and don’t include unrelated factors that might
skew results (like overly complex language).

4. They yield results that are effectively communicated to their intended users:
Results should be clear and understandable so they can support learning and
decision-making. For instance, feedback might include strengths, areas for

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 improvement, and specific guidance for growth, helping both students and
teachers understand and act on the results.

5. They involve students in self-assessment, goal setting, tracking, reflecting

on, and sharing their learning:
Engaging students in the assessment process helps them take ownership of their
learning. By self-assessing, setting personal goals, tracking progress, and
reflecting, students become more motivated and actively involved in their growth,
which can improve learning outcomes over time.

INCLUSIVE ASSESSMENT STARTEGIES:

Learners need to be provided with the opportunity to articulate and test their
understanding of key areas and to receive informed and constructive feedback.

Examples of inclusive assessment strategies:

• Provide students with the option of using a variety of assessment methods such
as exams, essays, presentations, demonstrations, reports, visual journals, multi-
media presentation and group discussions.
• Provide opportunities for continuous assessment as subjects are
delivered/completed and consider the weighting given to ongoing assessment
tasks.
• Consider the different ways examinations/ assessing can be conducted. For
example, learners can be offered an alternative assessment that may be better at
enabling them to demonstrate their learning and knowledge (e.g. An oral
assessment instead of a written)?

WHY DO WE ASSESS?

• Informative:
Assessment provides valuable information about what students understand and
what they’re struggling with. It helps both the teacher, and the students know
where they stand in their learning journey.

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 • Corrective:
Assessments identify areas where students need help. Teachers can use
assessment results to adjust their teaching strategies and provide additional
support or resources to help students improve.

• Motivational:
Assessment can encourage students to engage and put effort into their learning.
Knowing that their progress is being monitored can inspire students to study and
participate actively.

• Developmental:
Through assessments, teachers can track the progress of students over time. This
helps in recognizing each student’s growth and development, guiding them
towards achieving learning goals step-by-step.

• Regulative:
Assessment helps teachers regulate or adapt their instructional methods. Based
on assessment data, they can decide if they need to slow down, repeat concepts,
or accelerate the pace.

• Prognostic:
Assessments can provide insight into students’ future performance. For example,
an early test might indicate how well a student is likely to do in more complex
tasks, helping teachers anticipate and plan for future needs.

• Differential:
Assessment helps distinguish differences among students in terms of ability,
understanding, and learning styles. This allows teachers to provide differentiated
instruction that caters to each student’s unique needs.

✓ The most obvious reason why we assess is often to obtain a mark or grade to
record.
✓ To determine the degree to which learners have met the intended learning
outcomes for a course or program.

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 ✓ Assessment also helps advice teachers on how to plan their learning content.
✓ It also helps us to analyse patterns of errors in order to identify an underlying
problem.
✓ We can also check if new concepts are understood by learners.
✓ Finally, it helps to evaluate the effectiveness of a learning programme.

HOW DO WE ASSESS?

• We should strike a careful balance of assessment over a period of time to monitor

a learner’s progress.

• We should assess by giving learners a variety of opportunities in different ways and

contexts when conducting assessment.

• Our methods of assessment should always match our teaching goals for example,
a traditional pen and paper test might be appropriate for testing recall, but to
assess how well learners are participating in a team we need to observe their
behaviour during group work.

WHO IS INVOLVED IN THE ASSESSMENT PROCESS?

• The teacher and the learner

• The learner’s peers
• Parents’ and family members
• Policy makers and members of the institution
• The community

WHAT IS THE ROLE OF THE ASSESSOR?

• To design assessment tasks which are fair, valid and reliable.

• To collect information about or evidence of how well the learner performs.
• To make judgments (evaluations) based on the information or evidence.
• To record and report the evaluations to interested stakeholders.
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 Continuous Assessment (CASS)

WHAT IS CONTINUOUS ASSESSMENT?

• In South Africa, the continuous model of assessment (CASS) has been proposed.
Many teachers are under the misconception that CASS means “a cycle test every
Wednesday.”

• Continuous assessments are form of assessment that assesses learners' ongoing

progress with respect to the attainment of outcomes/objectives in a subject.

• Continuous assessment is a method of evaluating students' learning progress and

achievements throughout a course or academic year. Unlike traditional
assessments that rely heavily on final exams or standardized tests, continuous
assessment involves ongoing evaluation through various means such as quizzes,
projects, presentations, and homework assignments.

• Continuous assessment aims to provide a more holistic view of students'

performance by taking into account their progress over time rather than relying
solely on a single assessment event.

• This approach allows educators to identify students' strengths and weaknesses

early on, provide timely feedback, and tailor instruction to meet individual
learning needs.

• CASS encompasses various forms/ purposes of assessments:

1. Baseline assessment of prior learning
2. Diagnostic assessment
3. Formative assessment
-Informal
-Formal
4. Summative assessment

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 KEY FEATURES OF CONTINUOUS ASSESSMENT:
• Regular Feedback:
Continuous assessment involves providing students with regular feedback on
their performance, allowing them to track their progress and identify areas for
improvement.

• Multiple Assessment Methods:

Educators use a variety of assessment methods such as quizzes, tests, projects,
and group activities to evaluate students' understanding of the material.

• Formative Assessment:
Continuous assessment often includes formative assessments that help guide
instruction and support student learning throughout the course.

• Individualized Learning:
By assessing students continuously, educators can better understand each
student's learning style and adjust teaching strategies to meet their unique needs.

• Focus on Growth:
Continuous assessment emphasizes growth and improvement over time,
encouraging students to set goals and work towards achieving them.

• Takes place over a long period of time-virtually all the time.

• Defines outcomes for learning.

• Is generally conducted more informally and covers a wide spectrum of learning

activities and tasks.

• Consumes most of the teacher’s time.

• Is transparent because learners are aware & understand what is being assessed.

• Requires that a sound assessment record is developed of the learning process.

• Involves informal daily assessment of different aspects of the curriculum.

• Ensures practical application of the content.

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 • Encourages self and peer assessment.

• Is an essential part of the total evaluation of every learner.

BENEFITS OF CONTINUOUS ASSESSMENT:

• Early Intervention:
By monitoring students' progress continuously, educators can identify learning
gaps early and provide targeted support to help students succeed.

• Enhanced Learning Outcomes:

Continuous assessment encourages active engagement in the learning process,
leading to improved understanding and retention of the material.

• Personalized Instruction:
Educators can use continuous assessment data to tailor instruction to meet
individual student needs, promoting a more personalized learning experience.

• Motivation and Engagement:

Regular feedback and opportunities for improvement motivate students to stay
engaged and take ownership of their learning.

• Comprehensive Evaluation:
Continuous assessment provides a more comprehensive view of students'
learning abilities and achievements compared to traditional assessments.

CHALLENGES OF CONTINUOUS ASSESSMENT:

• Time-Intensive:
Implementing continuous assessment requires consistent monitoring, feedback,
and data analysis, which can be time-consuming for educators.

• Standardization:
Ensuring consistency and fairness in evaluating students' performance across
different assessments can be challenging in continuous assessment.
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 • Assessment Overload:
Too many assessments can overwhelm students and detract from the learning
experience if not carefully planned and balanced.

• Subjectivity:
Continuous assessment may involve subjective judgments, particularly in
qualitative assessments such as projects and presentations.

• Resource Constraints:
Schools may face limitations in terms of resources, technology, and training
needed to effectively implement continuous assessment practices.

BEST PRACTICES FOR IMPLEMENTING CONTINUOUS ASSESSMENT:

1. Set Clear Learning Objectives:
Align assessments with clear learning objectives to ensure that they effectively
measure student progress.

2. Diversify Assessment Methods:

Use a variety of assessment methods to capture different aspects of student
learning and provide a more comprehensive evaluation.

3. Provide Timely Feedback:

Offer regular and constructive feedback to students to guide their learning and
help them improve.

4. Involve Students in the Assessment Process:

Encourage students to self-assess, reflect on their learning, and set goals for
improvement.

5. Use Technology Wisely:

Leverage educational technology tools to streamline assessment processes,
track student progress, and analyse data effectively.

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CASS ENCOMPASSES VARIOUS FORMS/ PURPOSES OF ASSESSMENTS:
1. Baseline assessment of prior learning
2. Diagnostic assessment
3. Formative assessment
-Informal
-Formal
4. Summative assessment

BASELINE ASSESSMENT
• Commonly used at the beginning of a lesson, phase, grade or learning experience
to find out what learners’ background knowledge –what they already know, what
they can and can’t do, or what they value.
• Identify gaps
• Helps teachers to plan and to focus their goals.
• It can be in any form of an activity, task or questions
• Support teaching and learning –learners.
• Drive and directs teachers’ classroom practice and instruction.
• Reveal student strengths and weaknesses to be recognized.

• By indicating student ability early on, baseline assessments may help to clarify
and adjust teachers’ expectations on an individual basis.

• It focuses on the student’s starting point and helps to strategically set goals and
targets that will drive student motivation and future teaching and learning.

• Build a bigger picture -No single piece of data can tell the whole story of a
student’s progress and performance, or about the quality of teaching they are
receiving.
• Using baseline data in conjunction with other data points such as teachers’
observations, prior attainment and end of unit, term or year grades, builds a
clearer picture.

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 DIAGNOSTIC ASSESSMENT

• A diagnostic assessment refers to an assignment written at the beginning and end

of a semester or subject.

• Post-semester assessments can be compared with pre-semester assessments

and can show learners’ potential improvement in certain areas.

• These assessments allow the instructor to adjust the curriculum to meet the
needs of current—and future—learners.

• A diagnostic assessment is a form of pre-assessment or a pre-test where teachers

can evaluate students’ strengths, weaknesses, knowledge and skills before their
instruction.

• These assessments are typically low-stakes and usually don’t count for grades.

• An identical assessment may be given post-instruction to identify if learners have

met a subject or phase’s required learning objectives.

• With this form of assessment, teachers can plan meaningful and efficient
instruction and can provide learners with an individualized learning experience.

• Written by learners, the diagnostic assessment is a tool for teachers to better

understand what students already know about a topic when submitted before the
start of a course.

• Diagnostic assessments are used to gauge where learners currently stand, that is
intellectually, emotionally and ideologically.

WHAT IS THE PURPOSE OF DIAGNOSTIC ASSESSMENT?

• To gauge proficiency or comprehension levels before beginning a new learning

unit.
• To help identify learning gaps and provide insights into comprehension that can
be addressed in future instruction.
• To measure learners’ strengths, weaknesses, knowledge levels and skill sets.
• These assessments aim to answer: what do learners already know about a
specific topic?
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 FORMATIVE ASSESSEMENT

• Formative assessment refers to a wide variety of assessment methods that

teachers use to conduct in-process assessment of learners' comprehension,
learning needs, and academic progress during a lesson, unit, or course.

• Formative assessments help teachers identify concepts that learners are

struggling to understand, skills they are having difficulty acquiring, or outcomes
they have not yet achieved so that adjustments can be made to lessons,
instructional techniques, etc.

• The general goal of formative assessment is to collect detailed information that

can be used to improve instruction and learners learning while it’s happening.

• What makes an assessment “formative” is not the design of a test, technique, or

self-evaluation, per se, but the way it is used—i.e., to inform in-process teaching
and learning modifications.

• Formative assessment is an integral part of effective teaching and are integrated

into the teaching and learning process.

• For example, a formative-assessment technique could be as simple as a teacher

asking are integrated into the teaching and learning process.

• For example, a formative-assessment technique could be as simple as a teacher

asking learners to raise their hands if they feel they have understood a newly
introduced concept, or it could be as sophisticated as having learners complete
a self-assessment of their own writing that the teacher then reviews and
comments on.

• It helps teachers identify learning needs and problems, in many cases the
assessments also help learners develop a stronger understanding of their own
academic strengths and weaknesses.

➢ Formal formative assessments are structured activities, like quizzes or

homework, designed to monitor student understanding in a planned way.
➢ Informal formative assessments are spontaneous, such as class discussions or
observations, which allow teachers to assess learning on the spot.

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 Summative assessment

• Summative Assessment occurs and administers at the conclusion of an

instructional unit, a series of topics or term.

• It serves to assess the extent to which a learner has achieved the learning
outcomes of a programme unit, series of topics or term.

• These assessments are intended to evaluate learners’ learning by comparing

performance to set expected outcomes.

• They are given to learners at the end of an instructional period, are evaluative and
measure whether the subject learning outcomes were met.

• Summative assessments are formal and involve clear instructions, expectations

and grading rubrics to measure learners’ comprehension.

• They are often high-stakes, meaning they have a high point value.

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It is advisable both formative and summative assessments are included in any course.
Formative assessments can be used to provide students an idea of how well they are
understanding the course learning outcomes throughout the course.

Formative assessments provide students with low-stakes opportunities to practice

before undertaking their summative assessment. With this in mind, it is important to
support your summative assessments with appropriate formative assessments to best
prepare your students.

For example, if students write multiple choice exams for the bulk of their course-grade, it
would be advised that practice multiple-choice questions be included in-class or online.

If the course culminates in a final essay where students are to argument their ideas, in-
class discussions focused on evidentiary support may be preferable to the in-class
practice quiz.

How you use formative assessment is up to you, but, if used properly it can greatly benefit
both the student and instructor in any course.

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 Norm referenced and criterion referenced assessment

Norm-Referenced Assessment:

This type of assessment compares a learner’s performance to that of a group, often a

class or national sample. For instance, in a standardized test, a student's score might be
ranked or compared to the average score of their peers. This allows teachers to see how
students perform relative to others, such as identifying the top 10% of the class or those
needing additional support.

Criterion-Referenced Assessment:

In this assessment, students are evaluated against a fixed set of standards or criteria,
rather than comparing them to other students. For example, a math test might have
specific criteria like “solves equations accurately” or “shows work clearly.” The focus is
on whether students meet the predetermined criteria or mastery levels, regardless of
how others perform. This type of assessment is often used in skills-based or
competency-based education.

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 A Model for a Successful Implementation of Continuous Assessment

Monitoring:

This involves regularly tracking students' progress and performance through various
assessment methods. Teachers should collect data continuously to identify areas where
students excel and where they may need additional help. Monitoring can include quizzes,
participation in class discussions, and ongoing feedback from assignments.

Support:

Providing support is essential to help students improve their learning. This can include
offering additional resources, such as tutoring, study guides, or extra help sessions.
Teachers should also create a supportive classroom environment where students feel
comfortable asking questions and seeking assistance.

Resources:

Access to appropriate resources is crucial for both teachers and students. This can
involve using textbooks, online materials, technology, and other educational tools that
facilitate learning. Ensuring that students have the necessary resources allows them to
engage fully with the assessment process and take ownership of their learning.

Motivation (Negative and Positive):

Positive motivation encourages students to engage with their learning and strive for
improvement, often through constructive feedback and rewards.

Negative motivation, such as fear of failure or overly harsh criticism, can hinder student
performance. A balanced approach that emphasizes encouragement while addressing
areas for improvement is important.

Evaluation:

Is about making informed judgments based on the assessment data collected. This
process involves analysing the information to determine how well students are learning
and to identify trends or patterns in their performance. Effective evaluation helps inform
instructional decisions, ensuring that teaching strategies align with students’ needs and
support their growth.

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 Curriculum and Assessment

What is Curriculum?

The word curriculum has roots in Latin. It originally meant “racing chariot” and came from
the verb currere, “to run”.

• The term curriculum refers to the lessons and academic content taught in a
school or in a specific course or program.

• A curriculum for understanding is intentionally designed around the organizing

principles and essential concepts of the domain and provides opportunities for in-
depth exploration in a variety of contexts.

PURPOSE OF CURRICULUM

• The curriculum outlines the key knowledge that learners need to learn over their
time with us in order to be successful; this will then drive what and how we teach.

• A challenging curriculum will require students to think deeply about subject and
lesson content.

• In other words, the level of challenge in the curriculum sets the level of challenge
in our classrooms.

• A tool of achieving educational goal

QUALITIES OF CURRICULUM

• Must provide a map of knowledge

• Must be taught in a coherent way

• Each unit should build on the next

• Considers Blooms taxonomy

• Learning and performance should not be confused

• New vocabulary should be incorporated

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 PRINCIPLES OF CURRICULUM

• Structures the concepts, factual content, and procedures that constitute the
knowledge base of the discipline around the organizing principles (big ideas) of
the domain.

• Links new knowledge to what is already known by presenting concepts in a

conceptually and logically sequenced order that builds upon previous learning
within and across grade levels.

• Focuses on depth of understanding rather than breadth of content coverage by

providing students with multiple opportunities to practice and demonstrate what
they learn in a variety of contexts.

• Includes structured learning activities that, in a real or simulated fashion, allow

learners to experience problem solving and inquiry in situations that are drawn
from their personal experiences and real-world applications.

• Develops learners’ abilities to make meaningful applications and generalization

to new problems and contexts.

• Emphasizes interdisciplinary connections and integration and helps learning

connect learning in school with the issues, problems, and experiences that figure
prominently in their lives outside of the classroom.

WHAT IS CURRICULUM DEVELOPMENT

Curriculum development can be defined as a planned, purposeful, progressive, and

systematic process to create positive improvements in the educational system.

Curriculum Development consists of three stages:

1. Define/refining subject goals and outcomes.

2. Developing and reviewing teaching methods.

3. Reviewing and refining the subject.

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 THE QUALITY OF ASSESSMENT PROCEDURES

The quality of assessment procedures can be enhanced at each stage of learning by:

• Establishing expectations for what students will learn and how they will
demonstrate their learning.

• Selecting a type of assessment that matches the learning objectives

• Ensuring that the assessment type and expectations provides students with
ample opportunity to demonstrate their learning

• Providing specific, timely, and individual feedback to students (Seven

Principles of Good Feedback Practice).

• Educational assessments can be designed for any number of purposes, from

conducting large-scale evaluations of multiple components of educational
programs to measuring individual students’ mastery of a specified skill.

• Understanding assessment results requires that the user draw inferences from
available data and observations that are supported by the assessment.

• Three key concepts related to assessments—reliability, validity, and fairness—

underlie a user’s ability to draw appropriate inferences from the results.

• Assessment is a critical aspect of effective teaching and improved education.

• It is important to note, however, that assessment does not exist in isolation, but
is closely linked to curriculum and instruction.

• Thus, curriculum, assessment, and instruction should be aligned and integrated

with each other, and directed toward the same goal.

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 Planning and designing assessments the basics, when to do it and how?

What Has Alignment To Do With Assessment?

• Assessment is an integral part of the learning process and, ultimately, should aim
to improve the quality of learners learning.

• When designing, running and assessing a topic, it is vital to know and be able to
clearly communicate to the learners what the learners should be able to do upon
completing a topic, and what they will have to demonstrate in order to pass it.

Matching assessment with learning outcomes/ aims

• Learning outcomes/aims/ Objectives (What for?) are statements that predict

what learners will gain as a result of learning’.
• There should be a clear relationship between learning aims/ objectives (SKVA)
and assessment.
SKVA = Skills, Knowledge, Values, Assessment

So, remember:

• Ensure the assessment method assess the stated learning aims.

• Ensure the assessment method does not assess any significant learning aims that
are not explicitly stated as such.

• Assessment should never go beyond the learning aims. For example, if the
learning aims states that the learners should be able to “select an appropriate
method”, then the assessment task should not go beyond this limit by asking to
“analyse the method”.

• A carefully thought-out learning aim will give a solid indication to the lesson of
what kinds of assessment are appropriate, and of the skills and knowledge the
learner will have to demonstrate to pass.

• The clearer the learner aim, the easier it will be to devise an appropriate
assessment.
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 Making assessment more effective, efficient and interesting for
you and your learners

• All too often assessment is an end-product, a non-avoidable chore that is used to

evaluate, measure and box learners.

• There is more to the process of assessment than this.

• Provide a variety of different assessments.

• When referring to methods of assessment, we mean the approach used to assess

learning.

• How much time should be spent on assessment?

• Involve others in the assessment process (peer/self/group assessment)’

• Making feedback more effective

4 BASIC CATEGORIES OF METHODS OF ASSESSMENT:

1. Selected response and short answer

2. Extended written response

3. Performance assessment

4. Personal communication

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 Selected response and short answer
• Consist of those in which learners select the correct or best response from a list
provided.

• Formats include multiple choice, true/false, matching, short answer, and fill-in
questions.

• Learners’ scores are figured as the number or proportion of questions answered

correctly.

• More of recall questions.

Extended written response

• Requires learners to construct a written answer in response to a question or task
rather than to select one from a list.

• An extended written response is one that is at least several sentences in length.

• Compare, Analyse, Interpret, Solve, Describe, Discuss, Explain, etc.

• Two types of predetermined scoring criteria:

- One type gives points for specific pieces of information that are present, eg-
stages, part of a poem, features etc.
- The second type of criteria can take the form of a rubric, such as a general rubric
for making comparisons, which can be applied to any exercise calling for
comparison.

• Scores therefore also take one of two forms: number or percentage of points
attained, or rubric scores.

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 Performance Assessment

• Based on observation and judgment.

• Focuses on a performance or product and make a judgment as to its quality.

• Performance assessments have two parts:

1. Performance task or exercise

- A performance task is any learning activity or assessment that asks learners to

perform to demonstrate their knowledge, understanding and proficiency.

- Performance tasks yield a tangible product and/or performance that serve as

evidence of learning.

2. Scoring guide.

- Again, the scoring guide can award points for specific features of a performance or
product that are present, or it can take the form of a rubric, in which levels of quality are
described.

• Role play, simulation, and Dramatic performances are one kind of collaborative
activities that can be used as a performance-based assessment.

• Learners can:

-create,

-draw,

-perform, and/or

-provide a critical response.

- Examples include recital, dramatic enactment.

-There may be prose or poetry interpretation.

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 Personal communication

• Using personal communication as an assessment tool is something that happens

daily in classrooms and a crucial part of formative assessment.

• It allows a teacher to get a snapshot of learners learning in their daily lesson.

• It helps about the planning of the course of the lesson as it gives information that
guides me to make adjustments.

• Find out what students have learned through interacting with them.

• This method is great for collecting information about knowledge, reasoning, skills
and mastery of content.

• Example:
- Looking at and responding to learners’ comments in journals and logs

- Asking questions during instruction

- Interviewing students in conferences

- Classroom discussions

- Listening to learners as they participate in class

- Giving examinations orally

Evaluated in one of two ways:

➢ Sometimes the questions we ask require students to provide a simple, short

answer, and all we’re looking for is whether the answer is correct or incorrect.
- Questions during instruction usually call for these short answer oral responses.

➢ Other times, student oral responses are longer and more complex, parallel to
extended written response questions.
- Just as with extended written response, we evaluate the quality of oral responses
using a rubric or scoring guide.
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 3 Targets used to provide evidence of students' proficiency Summary

• Clarity of learning target and criteria for judging response quality, it can assist in
providing descriptive feedback to learners, for instructional planning, and for
learner self-reflection and goal setting.
• If planned well and recorded systematically, information from personal
communication can be used as the basis for assessments of learning.

1. Assessing knowledge and Understanding:

- Teachers should possess a keen sense of the limits and contents of the domain of
knowledge.
- This is important to test students’ knowledge and understanding of the content.

2. Assessing Reasoning:
- This is referred to as the strength of personal communication.
- Teachers are able to evaluate learners' reasoning and analyse how the students
arrived at their answers.
- Questioning facilitates understanding and enhances reasoning.

3. Assessing Performance Skills:

- This involves the learners' ability to use language to convey their thoughts and
ideas. Teachers ask learners strategic questions to make inferences and help
students grow.
- When utilizing personal communication as an assessment it is essential to start
with a clear vision and develop it into thoughtful probes. This generates quality
information.

TARGET - METHOD MATCH

• Requires thinking deeply about ‘how’ to assess what we are teaching.

✓ Assessing knowledge target
✓ Assessing reasoning proficiency
✓ Assessing performance Skills targets
✓ Assessing proficiency in Creating Products
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Importance of Curriculum assessment:

• To identify aspects of a curriculum that are working and those that need to change

• To assess the effectiveness of changes that have already been made

• To demonstrate the effectiveness of the current programme

• To meet regular programme, review requirements

• To satisfy professional accreditations

Who can act as information sources when assessing curriculum?

• Students / learners (alumni)

• Teachers
• Staff
• Professional Associations (certification/accrediting bodies)
• Colleagues from similar programs elsewhere

What is a Curriculum assessment plan?

An assessment plan is an outline that includes all relevant portions of an assessment

project, tying together each step of an assessment project in consideration of the context
in which the assessment will occur.

Purpose Of Curriculum Assessment Plan

Its purpose is to decide whether or not the newly adopted curriculum is producing the
intended results and meeting the objectives that it has set forth. Another purpose of
curriculum evaluation is to gather data that will help in identifying areas in need of
improvement or change.

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WHAT ARE THE STEPS IN THE CURRICULUM ASSESSMENT PROCESS

• Step 1: Articulating Program Goals & Learning Objectives.

• Step 2: Curriculum Mapping and Selecting Assessment Methods & Metrics.

• Step 3: Setting Benchmarks & Timelines.

• Step 4: Data Collection, Analysis, and Reporting.

• Step 5: Closing the Loop -Taking Action to Make Improvements

How to assess a curriculum?

1. Analysing Assessment Results.

2. Collecting Feedback from Learners and Teachers.

3. Conducting Research Studies.

4. Observing Classroom Instruction.

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 Assessment-teaching Cycles

Assessing teaching cycles for quality student learning goals:

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 THE LINK BETWEEN CURRICULUM AND ASSESSMENT

➢ Curriculum, teaching and assessment are inextricably linked.

➢ When all three are aligned and of the highest quality, they should facilitate
effective learning for all students, irrespective of their starting points.

➢ The knowledge learners need to know is determined by the organisation of the

curriculum.

➢ The ways of knowing and the extent to which learners make meaning and
understand knowledge is linked to assessment.

➢ Just as knowledge is hierarchically organized so should assessment methods be

different to appropriate levels of schooling.

➢ Assessment processes are therefore developed and implemented to measure the

understanding and knowledge of learners.

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 Planning Quality Assessment Process

• Planning and preparing for assessment is probably the most important aspect of
the assessment process.
• It is during the planning and preparation stage that the scene is set for
assessment.
• The process of planning and preparing for the assessment needs to be proactive
and focus on what must occur in the assessment for it to be successful.

Essential factors of assessment planning

The 5W+H formula of planning for assessment:

Who are the role players?

Why is the assessment being conducted? (Purpose)

What is being assessed?

How is the assessment to take place?

Where will the assessment take place?

When does the assessment take place?

Components of effective assessment process

• use a variety of instruments.

• use a variety of methods.
• be understood by the learner and by the broader public.
• be clearly focused.
• be integrated with teaching and learning.
• be based on pre-set criteria.
• allow for expanded opportunities for learners.
• be learner-paced and fair
• be flexible
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Key features of any assessment processes

• Careful design of assessment methods and tools.

• Appropriate delivery of assessments.

• Clear and constructive feedback; and

• Fair marking.

Defining Assessment Methods and Tools

• An assessment method/strategy is defined as the philosophical or pedagogical

approach to assessing.
• For example: Written assessment or Practical assessment, Formative or
summative assessment, Diagnostic, Baseline.

Assessment tools

• Assessment tools are used for different assessment methodsand are more
specific.

• For example:
- posters,
- essays,
- exams,
- interviews etc and can be used across a number of assessment methods.
- Also, the tools used to mark assessments, e.g., rubrics can be considered as
assessment tools.

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 Assessment “for”, “as” and “of” learning

• Assessment FOR learning

• Assessment AS learning
• Assessment OF learning
➢ Self-Assessment
➢ Peer Assessment
➢ Group Assessment

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 Assessment FOR Learning

➢ The emphasis shifts from summative to FORMATIVE assessment in Assessment

for Learning.

➢ Assessment for Learning happens during the learning, often more than once,
rather than at the end.

➢ Students understand exactly what they are to learn, what is expected of them and
are given feedback and advice on how to improve their work.

➢ “In Assessment for Learning, teachers use assessment as an investigable tool to

find out as much as they can about what their students know and can do, and what
confusions, preconceptions, or gaps they might have.

➢ The wide variety of information that teachers collect about students’ learning
processes provides the basis for determining what they need to do next to move
student learning forward.

➢ It provides the basis for providing descriptive feedback for students and deciding
on groupings, instructional strategies, and resources.”

Teachers’ Roles in Assessment for Learning:

• Teachers also use assessment for learning to enhance students’ motivation and
commitment to learning.
• When teachers commit to learning as the focus of assessment, they change the
classroom culture to one of student success.

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 Assessment OF Learning
➢ The purpose of this kind of assessment is usually SUMMATIVE and is mostly done
at the end of a task, unit of work etc.

➢ “It is designed to provide evidence of achievement to parents, other educators,

the students themselves and sometimes to outside groups (e.g., employers, other
educational institutions).”

➢ “Assessment of Learning is the assessment that becomes public and results in

statements or symbols about how well students are learning.

➢ It often contributes to pivotal decisions that will affect students’ futures.

➢ It is important, then, that the underlying logic and measurement of assessment of

learning be credible and defensible.”

Teachers’ Roles in Assessment of Learning:

• Teachers have the responsibility of reporting student learning accurately and

fairly, based on evidence obtained from a variety of contexts and applications.
Effective Assessment OF learning requires teachers to provide:

- A rationale for undertaking a particular assessment of learning at a particular

point in time.

- Clear descriptions of intended learning

- Processes that make it possible for students to demonstrate their competence

and skill.

- A range of alternative mechanisms for assessing the same outcomes

- Public and defensible points for making judgements

- Transparent approaches to interpretation

- Descriptions of the assessment process

- Strategies for recourse in the event of disagreement about decisions

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 Assessment as Learning Monitoring Metacognition

➢ Through this process students are able to learn about themselves as learners and
become aware of how they learn – become metacognitive (knowledge of one’s
own thought processes).

➢ Students reflect on their work on a regular basis, usually through self and peer
assessment and decide (often with the help of the teacher, particularly in the early
stages) what their next learning will be.

➢ Assessment as learning helps students to take more responsibility for their own
learning and monitoring future directions.

➢ What is the purpose of learning these concepts and skills?

➢ What do I know about this topic?

➢ What strategies do I know that will help me learn this?

➢ Am I understanding these concepts?

➢ What are the criteria for improving my work?

➢ Have I accomplished the goals I set for myself?

Teachers’ Roles in Assessment as Learning:

• To promote the development of independent learners we should model and teach
the skills of self-assessment.

• Guide students in setting their own goals and monitoring their progress towards
them.

• Provide exemplars and models of good practice and quality work that reflects
curriculum outcomes.

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 • Work with students to develop clear criteria of good practice.

• Guide students in developing internal feedback or self-monitoring mechanisms to

validate and question their own thinking, and to become comfortable with
ambiguity and uncertainty that is inevitable in learning anything new.

• Provide regular and challenging opportunities to practise, so that students can

become confident, competent self-assessors.

• Monitor students’ metacognitive processes as well as their learning and provide

descriptive feedback.

• Create an environment where it is safe for students to take chances and where
support is readily available.

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 Checklists and Rubrics: Scoring instruments for performance
assessments

Checklists rating scales and rubrics

• Checklists and rubrics are tools that state specific criteria and allow teachers
and students to gather information and to make judgements about what
students know and can do in relation to the outcomes.

• They offer systematic ways of collecting data about specific behaviours,

knowledge and skills.

• The quality of information acquired through the use of checklists and rubrics is
highly dependent on the quality of the descriptors chosen for assessment.

• Their benefit is also dependent on students’ direct involvement in the

assessment and understanding of the feedback provided.

The purpose of checklists, rating scales and rubrics is to:

• provide tools for systematic recording of observations

• provide tools for self-assessment
• provide samples of criteria for students prior to collecting and evaluating data on
their work record the development of specific skills, strategies, attitudes and
behaviours necessary for demonstrating learning
• clarify students' instructional needs by presenting a record of current
accomplishments.
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Checklists
• Checklists usually offer a yes/no format in relation to student demonstration of
specific criteria.

• This is similar to a light switch; the light is either on or off.

• They may be used to record observations of an individual, a group or a whole

class.

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Rating Scales
• Rating Scales allow teachers to indicate the degree or frequency of the
behaviours, skills and strategies displayed by the learner.

• A rating scale provides for a range of performance levels.

• Rating scales state the criteria and provide three or four response selections to
describe the quality or frequency of student work.

• Teachers can use rating scales to record observations and students can use
them as self-assessment tools.

• Teaching students to use descriptive words, such as always, usually,

sometimes and never helps them pinpoint specific strengths and needs.

• Rating scales also give students information for setting goals and improving
performance. In a rating scale, the descriptive word is more important than the
related number.

• The more precise and descriptive the words for each scale point, the more
reliable the tool.

• Effective rating scales use descriptors with clearly understood measures, such
as frequency.

• Scales that rely on subjective descriptors of quality, such as fair, good or

excellent, are less effective because the single adjective does not contain
enough information on what criteria are indicated at each of these points on the
scale.

Added value
❖ Increase the assessment value of a checklist or rating scale by adding two or
three additional steps that give students an opportunity to identify skills they
would like to improve or the skill they feel is most important.

❖ For example: put a star beside the skill you think is the most important for
encouraging others circle the skill you would most like to improve underline the
skill that is the most challenging for you.
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 Rubrics

• Rubrics use a set of criteria to evaluate a student's performance.

• They consist of a fixed measurement scale and detailed description of the

characteristics for each level of performance.

• These descriptions focus on the quality of the product or performance and not
the quantity, e.g., not number of paragraphs, examples to support an idea,
spelling errors.

• Rubrics can increase the consistency and reliability of scoring.

• Rubrics use a set of specific criteria to evaluate student performance. They may
be used to assess individuals or groups and, as with rating scales, may be
compared over time.

Rubric Criteria:

• Reflect the skills and content taught

• Emphasise significant knowledge and important content

• Adequately differentiate between good (superior) adequate and poor

(substandard) work

• Provide feedback ideas to improve learning and understanding

• Designate the most important qualities via mark allocation/distribution

• Provide clear descriptors of performance

• Clearly translate into grades/marks

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Developing Rubrics and Scoring Criteria

• Rubrics are increasingly recognized as a way to both effectively assess student

learning and communicate expectations directly, clearly and concisely to
students.

• The inclusion of rubrics in a teaching resource provides opportunities to consider

what demonstrations of learning look like, and to describe stages in the
development and growth of knowledge, understandings and skills.

• To be most effective, rubrics should allow students to see the progression of

mastery in the development of understandings and skills.

• Rubrics should be constructed with input from students whenever possible. A

good start is to define what quality work looks like based on the learning
outcomes.

• Exemplars of achievement need to be used to demonstrate to students what an

excellent or acceptable performance is.

When developing a rubric, consider the following:

• What are the specific outcomes in the task?

• Do the students have some experience with this or a similar task?

• What does an excellent performance look like? What are the qualities that
distinguish an excellent response from other levels?

• What do other responses along the performance quality continuum look like?

• Is each description qualitatively different from the others? Are there an equal
number of descriptors at each level of quality? Are the differences clear and
understandable to students and others?

• Begin by developing criteria to describe the Acceptable level. Then use Bloom's
taxonomy to identify differentiating criteria as you move up the scale. The criteria
should not go beyond the original performance task but reflect higher order
thinking skills that students could demonstrate within the parameters of the initial
task.

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 How to design rubric

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 Analytic Rubrics

• An analytic rubric resembles a grid with the criteria for a student product listed in
the leftmost column and with levels of performance listed across the top row
often using numbers and/or descriptive tags.

• The cells within the centre of the rubric may be left blank or may contain
descriptions of what the specified criteria look like for each level of performance.

• When scoring with an analytic rubric each of the criteria is scored individually.

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Examples:

Marking rubric for essay assignment:

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 Holistic Rubric

• A holistic rubric consists of a single scale with all criteria to be included in the
evaluation being considered together (e.g., clarity, organization, and mechanics).

• With a holistic rubric the rater assigns a single score (usually on a 1 to 4 or 1 to

6pointscale) based on an overall judgment of the student work.

• The rater matches an entire piece of student work to a single description on the
scale.

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Example Holistic Rubric:

• Articulating thoughts through written communication—final paper/project.

• Above Average: The audience is able to easily identify the focus of the work and
is engaged by its clear focus and relevant details.

• Information is presented logically and naturally.

• There are no more than two mechanical errors or misspelled words to distract
the reader.

• Sufficient: The audience is easily able to identify the focus of the student work
which is supported by relevant ideas and supporting details.

• Information is presented in a logical manner that is easily followed.

• There is minimal interruption to the work due to misspellings and/or mechanical

errors.

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Developing: The audience can identify the central purpose of the student work without
little difficulty and supporting ideas are present and clear.

• The information is presented in an orderly fashion that can be followed with little
difficulty.

• There are some misspellings and/or mechanical errors, but they do not seriously
distract from the work.

Needs Improvement: The audience cannot clearly or easily identify the central ideas or
purpose of the student work.

• Information is presented in a disorganized fashion causing the audience to have

difficulty following the author's ideas.

• There are many misspellings and/or mechanical errors that negatively affect the
audience's ability to read the work.

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 Traditional Assessment Vs Authentic Assessment

What is Authentic Assessment?

A form of assessment in which students are asked to perform real-world tasks that
demonstrate meaningful application of essential knowledge and skills
Authentic assessment is about making visible (produce evidence of learning in some
way) and measurable (to some appropriate standard) a performance that is a valid
(relevant) indicator that the identified elements of the curriculum have been learned in
an integrated manner for the conditions in which they are ultimately intended to be
needed.

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What are the characteristics of authentic assessment?

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Alternative Names for Authentic Assessment:

• Performance Assessment (or Performance-based) students are asked to

perform meaningful tasks.

• Alternative Assessment an alternative to traditional assessments.

• Direct Assessment--so-called because AA provides more direct evidence.

Traditional Assessment Vs. Authentic Assessment

Traditional assessment: forced-choice measures of multiple-choice tests, fill-in-the-

blanks, true-false, matching etc. Students typically select an answer or recall information
to complete the assessment.

Authentic Assessment Complements Traditional Assessment

With authentic assessment, the tasks students are required to perform are devised
first, then the required curriculum is developed to enable students to successfully
complete the assessment. In other words, ‘authentic assessment drives the curriculum’.
Like Gulikers, Bastiaens, and Kirschner, (2004).

Mueller (2006) suggests that authenticity is a continuum, the extent to which assessment
is traditional or authentic depends on how closely it reflects the attributes described
below:

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 How to Create Authentic Assessments

Step 1: Identify the Standards

Step 2: Select an Authentic Task

Step 3: Identify the Criteria for the Task

Step 4: Create the Rubric

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 Examples of Authentic Assessment tasks
Authentic assessment utilizes performance samples– learning activities that encourage
students to use higher-order thinking skills. There are five major types of performance
samples:

1. Performance Assessment
Frequently requires students to work collaboratively and to apply skills and
concepts to solve complex problems.
• writing, revising, and presenting a report to the class
• conducting a week-long science experiment and analyzing the results
• working with a team to prepare for a position in a classroom debate

2. Short Investigations
Many teachers use short investigations to assess how well students have
mastered basic concepts and skills. Most short investigations begin with a
stimulus, like a math problem, political cartoon, map, or excerpt from a primary
source.

3. Open-Response Questions
Like short investigations, present students with a stimulus and ask them to
respond. Responses include:
• a brief written or oral answer
• a mathematical solution
• a drawing, a diagram, chart, or graph

4. Portfolios
A portfolio documents learning over time. This long-term perspective accounts for
student improvement and teaches students the value of self-assessment, editing,
and revision. A student portfolio can include:
• journal entries and reflective writing, peer reviews
• artwork, diagrams, charts, and graphs, rough drafts and polished writing
• group reports, student notes and outlines

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 5. Self-Assessment
Requires students to evaluate their own participation, process, and products.
Evaluative questions are the basic tools of self-assessment. Students give written
or oral responses to questions like:
• What was the most difficult part of this project for you?
• What do you think you should do next?
• If you could do this task again, what would you do differently?
• What did you learn from this project?
• Many teachers find that authentic assessment is most successful when
students know what teachers expect.

Because authentic assessment emphasizes process and performance, it

encourages students to practice critical-thinking skills and to get excited about
the things they are learning. Try it in your classroom!

Why is authentic assessment important?

Direct Measures:
Authentic assessment provides a direct measure of what students know and can do.
Rather than just testing factual recall, it allows students to demonstrate skills and
understanding in practical, relevant ways, like projects, presentations, or real-life
problem-solving. This gives a clearer picture of students' abilities in contexts they may
encounter outside the classroom.

Capture Constructive Nature of Learning:

Learning is a process that builds over time, and authentic assessments reflect this by
focusing on how students apply knowledge, adapt to new challenges, and develop skills
continuously. For example, a long-term project or portfolio lets students show their
growth and learning journey, capturing the constructive and evolving nature of their
learning.

Integrate Teaching, Learning, and Assessment:

Authentic assessments blur the lines between teaching and assessment by aligning
closely with learning activities. For instance, a science experiment or group project is

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both a learning experience and a form of assessment, making assessment part of the
learning process itself rather than a separate, final task.

Provide Multiple Paths to Demonstration:

Authentic assessment offers diverse ways for students to demonstrate what they've
learned. By using various assessment forms—such as written work, oral presentations,
or creative projects—students can showcase their strengths and choose methods that
best represent their knowledge and skills, allowing for a more inclusive and
comprehensive evaluation of their learning.

Traditional Assessment
• Definition: Measures student knowledge through standardized methods like tests
and quizzes with objective right or wrong answers.
• Format: Often includes multiple-choice, true/false, and fill-in-the-blank
questions, making it easily automatable with clear answer keys.
• Focus: Primarily evaluates lower levels of Bloom’s taxonomy, such as recall,
identification, and matching.
• Feedback: Provides immediate feedback due to automated scoring, which can
be useful for reinforcing foundational knowledge quickly.
• Limitations: May not effectively assess complex skills or deep understanding;
best suited for factual knowledge rather than performance or application.
Authentic Assessment
• Definition: Evaluates a student’s ability to apply knowledge in real-world or
realistic scenarios, assessing skill and understanding.
• Format: Involves performance-based tasks, such as projects, presentations, or
hands-on activities, requiring a subjective evaluation of quality.
• Focus: Targets higher-order thinking skills on Bloom’s taxonomy, such as
application, analysis, and synthesis, fostering deeper learning.
• Feedback: Uses rubrics and checklists to provide detailed, qualitative feedback
on performance, highlighting areas for improvement and mastery.
• Limitations: Requires more time and effort to design and assess; cannot be
automated and relies on teacher judgment, which can introduce subjectivity
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 REPORTING, RECORDING, AND MODERATION OF ASSESSMENT

Recording
• Is the act of writing down or storing in some or other form (electronically, on
audio or videotape, in the form of photographs, etc.), the evidence of learners’
performance and/or the judgements as assessed by the teachers, peers or the
learner.

• In educational contexts, evidence is typically recorded on mark sheets or in

electronic databases.

• This is an important part of assessment and, especially, of quality control

because it promotes educator/assessor accountability.

• Also, learners have the right to appeal against judgements and, unless the
evidence has been recorded there is no basis for the appeal and/

• or for the assessor to defend him/herself.

Purposes of Recording
• Monitoring student progress against departmental and whole school targets

• Comparing performance of students between subjects

• Discussing progress with and mentoring students

• Setting learning objectives and targets for and with students

• Providing written and oral reports to parents and other agencies

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Principles of assessment record
• Teacher’s responsibility

• In teachers’ mark books and/or on computerised spread sheets

• On students’ work and/or on individual student record sheets

• Include students’ achievements, strength, weakness, current progress and

remediation.

• Include students’ academic, personal and social growth

• Contain basic detail of students' Key Stage national curriculum levels, Cognitive
Ability Test [CAT] scores, FFT targets and reading and numeracy scores

• Show students’ progress over a Key Stage

• Record a student's level/grade against their target

• Are used to produce full and interim reports for students' parents/carers.

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Reporting
• Takes place when all other assessment processes have been completed.

• It involves the assessor, or someone else who has been tasked to act on his/her
behalf, to inform the person who had been assessed of the final
result/judgement.

• In educational situations the report card serves as feedback to learners as well

as parents.

• Feedback to students is one of the most effective strategies for promoting

further learning.

Misconceptions of feedback

➢ Feedback or knowledge of results is the lifeblood of learning. ’Derek Rowntree

➢ Evidence from inspections over the years shows that many teachers are not
effective at providing feedback that learners require to help them evaluate their
work and identify what or how to improve.

➢ Teachers often focuses heavily on presentation, punctuation, spelling and the

quantity of writing and effort, rather than feedback on the learning intention.

➢ In general, most feedback is too:

• Little,

• Late,

• Vague

• Impersonal.

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Component of assessment report
• The learner’s name and form group.

• A brief outline of the programme of study or exam specification

• A comment on effort, homework, behaviour and progress

• An attainment level or grade which reflects each student’s achievement and their
end of year target [literacy & numeracy assessments]

• Teachers’ comments highlighting strengths and weaknesses

• Areas for improvement and targets to achieve progress

• A student’s attendance percentage to date for that academic year

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Various assessment reporting mechanisms

• Verbal or Oral feedback

• Written Reports

• Interviews / Meeting

• Parent evenings

• Feedback

• Rubrics

• Online /digital reporting mechanism

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 ASSESSMENT MODERATION

The principles of moderation

1. Conducted in a spirit of professional learning and quality
improvement (expect some dissonance)

2. Teachers (inside moderators) have appropriate knowledge of

content area, assessment practices, and policies and procedures.

3. It is carried out regularly.

4. It is begun at the planning stage -prior to teaching and assessment

(ensuring teachers share understandings about important learning
and indicators of it).

5. Appropriate assessment tasks are decided on or designed aligned

to actual learning.

6. Equivalent assessments are agreed, when desired, for cross-class

or cross-school comparisons (e.g. cluster groups of schools for
professional development purposes)

7. Moderation processes lead to improved learning and assessment

8. Moderators outside of the school (e.g. clusters of schools,

facilitators, invited teachers from other schools) may be
periodically involved to give independent feedback.
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The benefits of moderation

• Brings together collective wisdom, resulting in greater consistency of judgment,

and focused teaching.

• Provides greater confidence in teacher judgments and assurance that judgments

are consistent with other professionals.

• Leads to shared expectations of learning and understandings of standards and

progression of learning.

• Develops deeper understandings about content and progressions of learning.

• Improves quality of assessment.

• Alignment of expectations and judgments with standards or progressions, and

hence improved teaching and learning.

• Assurance to parents and others that interpretations of students’ achievements

are in line with other professionals.

• Provides useful, dependable information for target setting.

• Provides information that can shape future professional development needs for
teachers.

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 The Assessment Process in terms of Recording Reporting and Moderation

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